Joanna Taoum, Bilal Nakhal, Elisabetta Bevacqua, and Ronan Querrec
This paper introduces a new research work that aims to improve embodied conversational agents with tutor behavior by endowing them with the capability to generate feedback in pedagogical interactions with learners. The virtual agent feedback and the interpretation of the user's feedback are based on the knowledge of the environment (informed virtual environment), the interaction and the pedagogical strategies structured around classical intelligent tutoring system models. We present our first steps to implement our proposed architecture based on a model of informed virtual environment. We also describe the ideas that will guide the design of the Tutor Behavior. The planned evaluation method and a first application are also presented.
Ramin Yaghoubzadeh and Stefan Kopp
We present a demonstration system for incremental spoken human-machine dialogue for task-centric domains that includes a controller for verbal and nonverbal behavior for virtual agents. The dialogue management components can handle uncertainty in input and resolve it interactively with high responsivity, and state tracking is aware of momentary events such as interruptions by the user. Aside from adaptable dialogue strategies, such as for grounding, the system includes a multimodal floor management controller that attempts to limit the influence of idiosyncratic dialogue behavior on the part of our primary user groups - older adults and people with cognitive impairments - both of which have previously participated in pilot studies using the platform.
Tomas Trescak, Anton Bogdanovych, Simeon Simoff, Melissa Williams, and Terry Sloan
In the virtual dreaming simulation we show everyday life of Aboriginal people from the Darug tribe, who used to live in the Parramatta basin (New South Wales, Australia) in year 1770 A.D. before the arrival of the first fleet and the establishment of the first European settlement in Australia. Each member of the tribe is represented by a virtual agent. This simulation uses the aboriginal environment built for the Generations of Knowledge project.
Whitney O. Baer, Qinyu Cheng, Yan Gong, Zhiqiang Cai, and Arthur C. Graesser
The focus of ElectronixTutor is to build an intelligent tutoring system technology for Navy-relevant applications in training. The goal is to have an ITS for Apprentice Technician Training (ATT) courses in electronics for naval train-ees who have completed boot camp and are in the process of A-school training under the Navy Educational Training Command and to supplement the human instruction with this advanced learning environment that can help sailors achieve the instructional objective.
Whitney O. Baer, Qinyu Cheng, Yan Gong, Zhiqiang Cai, and Arthur C. Graesser
The Center for the Study of Adult Literacy (CSAL) seeks to improve our understanding of ways to advance the reading skills of adult learners. Our web-based instructional tutor uses trialogues in the AutoTutor framework to deliver lessons in reading comprehension. We have found a way to manipulate proven comprehension strategies to fit the daily tasks of approaching the writ-ten word. With the added demand for digital literacy skills in today's world, it is important that adults with low reading ability experience learning on an online platform.
Continuity of Real-Virtual Environmental Influence during an Interaction with an AR Virtual Human
Kangsoo Kim, Ryan Schubert, and Greg Welch
A primary goal of Augmented Reality is to provide a seamless visual connection between real and virtual objects/spaces. In this demo we explore the notion that this seamlessness extends beyond visual appearance, to include behavioral continuity—virtual objects should affect the real objects/environment, and vice versa. Specifically we present an AR virtual human interacting with a user wearing a HoloLens, while emphasizing the continuity of the peripheral real-virtual environment. Throughout a short conversation with the virtual human, the user observes a real fan in the physical space directly influencing (blowing) the virtual objects, such as a piece of paper or a curtain. We believe such dynamic interactivity across the real-virtual space can increase a users’ subconscious connection to a virtual human, e.g., increasing social/co-presence, in turn improving the effectiveness of the virtual human in certain scenarios, independent of any direct manipulation or modification of the virtual human itself.